Find a Summer Program

Showing 31 - 40 of 98 results found.

    Virginia Beach City Public Schools (Student)

    Virginia Beach STARTALK Academies

    Language(s)

    Chinese, Russian

    Grade Level(s)

    3-5, 6-8

    Date(s)
    • June 25, 2018 – July 19, 2018: (Face-to-face)
    Location(s)
    • Providence Elementary School, Virginia Beach, VA
    Program Setting

    Non-residential

    Summary

    The Virginia Beach Summer STARTALK Academies seek to provide easily accessible, free opportunities for language and culture learning to students throughout the school division, reflecting the diverse learners in our community. 45 fifth grade students will be selected by lottery for the Chinese language strand and 30 for the Russian strand; participants from last summer’s program will be invited to attend advanced classes. The program will be held from June 25 to July 19, 2018, Monday to Thursday, 8:00 AM -12:00 PM (minus July 4th) totaling 64 instructional hours with the field trip. After-school Post-Sessions are planned to extend student cultural knowledge and language proficiency.

    Contact(s)
    (757) 263-1469
    jennifer.carson@vbschools.com
    Program Website

    Global Language Project (Student)

    Expedition Chinatown!

    Language(s)

    Chinese

    Grade Level(s)

    3-5, 6-8

    Date(s)
    • July 16, 2018 – July 27, 2018: (Face-to-face)
    Location(s)
    • Graham Windham Manhattanville Day Camp, New York, NY
    Program Setting

    Non-residential

    Summary

    Expedition Chinatown is a two week Mandarin Chinese student program, which takes place within a successful existing summer camp, Graham Windham Manhattanville, for 40 inner city students in grades 3rd to 4th and 6th to 8th. The student program will provide a novice level entry point into the acquisition of Chinese focused on linguistic functions that express desires and preferences for transportation, food and souvenirs. The 20 hours of instructional activities will be focused on achievable novice mid to novice high goals for elementary and middle school students, with the culminating objective being a visit to Chinatown where students will interact with native speakers. This student program will be run concurrently with Global Language Project’s teacher program, and is the natural evolution of our previous partnership with the camp as a site for micro-teaching. Under the guidance of lead instructors, camp staff will implement a program that incorporates STARTALK best practices for the benefit of the campers and teacher program participants who will be micro-teaching in the camp during the second week of the program.

    Contact(s)
    (646) 657-8075 ext 2
    eshovers@glpny.org

    Global Language Project (Teacher)

    Highly Effective Teacher by Design IV

    Language(s)

    Arabic, Chinese, Korean

    Date(s)
    • July 16, 2018 – July 27, 2018
    Location(s)
    • Highly Effective Teacher by Design IV, New York, NY
    Program Setting

    Non-residential

    Summary

    The 2018 GLP STARTALK combination program will last 10 days, and provide participants 60 contact hours; it will include 24 total participants, four student program leaders and 20 new participants. Participants will focus on the TELL Domain areas of ‘Planning,’ the ‘Learning Experience,’ and ‘Professionalism.’ Participants will have the opportunity to participate in full group and small group lectures and sessions, as well the chance to peer-teach and micro-teach at the GLP summer student Chinese program, which will be run in collaboration with the Graham Windham summer camp. All participants will earn Continuing Teaching and Learning Education (CTLE) Credits.

    Contact(s)
    (646) 657-8075 ext 2
    eshovers@glpny.org
    Program Website

    Hunter College/City University of New York (Student)

    STARTALK Hunter Chinese Student Program Gr. 9-16

    Language(s)

    Chinese

    Grade Level(s)

    9-12, Undergraduate

    Date(s)
    • June 29, 2018 – August 2, 2018: (Face-to-face)
    Location(s)
    • Hunter College, New York, NY
    Program Setting

    Non-residential

    Summary

    The program uses the best practices of the blended model to offer a 5 week summer language and culture program for 20 high school and college level students with little or no background. High school students who do well in the summer session may continue in the program and earn 3 college credits by taking a post-summer 10 week online course. College students with satisfactory learning performance will be accepted into the Chinese Flagship program. The program enables American students to receive quality instruction in Chinese language from native speakers while taking part in rich cultural activities; students will receive up to a total of 110 instructional hours. Students will achieve at least one sub-level of proficiency growth in speaking by the end of the summer program as demonstrated by the STAMP test results.

    Contact(s)
    (212) 396-6724
    bhao@hunter.cuny.edu
    Program Website

    Hunter College/City University of New York (Teacher)

    STARTALK / Hunter College Chinese Teacher Program

    Language(s)

    Chinese

    Date(s)
    • June 26, 2018 – August 2, 2018
    Location(s)
    • Hunter College, New York, NY
    Program Setting

    Non-residential

    Summary

    Ten pre-service and in-service teachers will be given the opportunity to complete proficiency- and evidence-based training through the cycle of observe, teach, critique, and reflect. The training will emphasize the importance of implementing a standards-based and thematically organized curriculum, using the target language, and providing comprehensible input for instruction. The design of the teacher program is closely integrated with the student program. Participants will gain abundant experience in both classroom-based and online teaching. Participants can earn graduate credits toward the M.A. in the Teaching Chinese degree and the New York State teacher certificate. Instruction is approximately 120 hours.

    Contact(s)
    (212) 396-6724
    bhao@hunter.cuny.edu
    Program Website

    Loyola Marymount University (Student)

    LMU 2018 Mandarin Student Summer Immersion Program

    Language(s)

    Chinese

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • June 18, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Castelar Elementary School, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2018 Mandarin Student Summer Immersion Program is based on ACTFL Standards-Standards for Foreign Language Learning and Preparing for the 21st Century, as well as aligned with the Common Core, Visual/ Performing Arts, and Physical Education Standards for California Public Schools. Expected program outcomes are that students will be able to: 1) perform Chinese folk art dancing, sing, recite Chinese poetry, complete and describe hands-on culture, art and craft projects; 2) Guide family/community members through a market-place simulation during a culminating experience representative of this year’s theme, Discovery through the Virtual Journey along the Silk Road; 3) Integrate Chinese language and cultural learning through the Virtual Journey by learning proverbs about travel/journey, their meanings and morals, and engage in interdisciplinary instruction with language arts, math and social studies. This program targets 160 students from Castelar Elementary School and neighboring sites currently providing Mandarin Dual Language Programs. We will hold 8 simultaneous class sessions and students will participate for 4 instructional hours per day, 5 days a week, for two weeks totaling 40 student contact hours.

    Contact(s)
    (310) 338-2924
    mlavaden@lmu.edu
    Program Website

    Loyola Marymount University (Teacher)

    LMU 2018 Mandarin Teacher Summer Institute

    Language(s)

    Chinese

    Date(s)
    • June 1, 2018 – August 31, 2018: (Online)
    • June 18, 2018 – June 29, 2018: (Face-to-face)
    Location(s)
    • Loyola Marymount University, Los Angeles, CA
    Program Setting

    Non-residential

    Summary

    The LMU 2018 Mandarin Teacher Summer Institute will continue to respond to the demand for highly qualified teachers of Chinese by providing support and resources through the provision of two pathways for teacher preparation: 1) The continuing graduate-level Mandarin language credential, and 2) the Certificate in Teaching Mandarin in PreK-12 Settings. Pathway 1: Credential program outcomes include: 1) recruiting and admitting highly qualified K-12 Chinese language teacher candidates for entrance into the secondary or multiple subjects requirements and master's degree program; 2) Supporting Summer Institute participants in passing state testing requirements; 3) Providing 2 cohorts of teacher candidates (21 total) with 6 units of graduate-level coursework applicable to their credentials and masters. The credential program offers 110 hours of coursework, independent work and clinical practice for graduate credit. Pathway 2 is the Certificate in Teaching Chinese in Pre-K – 12 Settings with a targeted enrollment of 13 participants (5 new and 8 returning) who teach in heritage or other programs. Pathway 2 participants complete a hybrid course-series offered through LMU Extension for up to 12 continuing education units of credit (120 professional development credit hours). Upon completion of this second Summer Institute Pathway, participants will: 1) Expand knowledge of content-based Mandarin language and literacy, with a focus on the arts and movement education (Content-based Language Instruction and Curriculum Development in Mandarin); 2) Incorporate research-based practices in assessment linked to instruction (Assessment Basics and Oral Proficiency); 3) Apply new skills in content instruction in Mandarin and engage in reflection about their practices (Practicum in Teaching Mandarin); and 4) Deepen knowledge and skill in teaching Chinese grammar (Chinese Grammar Pedagogy course).

    Contact(s)
    (310) 338-2924
    magaly.lavadenz@lmu.edu
    Program Website

    San Mateo Foster City School District (Student)

    STARTALK Chinese DNA and Genetics Summer Academy

    Language(s)

    Chinese

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • July 23, 2018 – August 9, 2018: (Face-to-face)
    Location(s)
    • College Park Elementary School, San Mateo, CA
    Program Setting

    Non-residential

    Summary

    This program will offer 80 elementary students and exciting and fun science-oriented summer immersion three week experience. It is open to K-5 students in San Mateo County, California. Students will be divided into four classes of 20 students based on their grade levels (K-1, 2, 3, 4-5). At the end of the program, students will be able to communicate with each other, their family, and members of the community, in Chinese. In addition to engaging in hands-on fun science activities related to the exploration of DNA and genetics, field trips will give the students the opportunity to visit a real science laboratory at Stanford University and to meet with other scientists, and all the students will be able to bring home with them a sample of DNA that they isolated themselves from strawberries as well as a life-long love of and interest in science.

    Contact(s)
    (650) 312-7691
    collegepark.startalk@gmail.com

    Fayette County Public Schools (Student)

    FCPS STARTALK Chinese Summer Program 2018

    Language(s)

    Chinese

    Grade Level(s)

    K-2, 3-5

    Date(s)
    • June 18, 2018 – June 29, 2018
    Location(s)
    • Tates Creek Middle School, Lexington, KY
    Program Setting

    Non-residential

    Summary

    The Fayette County Public School District’s 2018 STARTALK Chinese Summer Program will provide 55 instructional hours via a 2-week summer program for 120 district students (rising grades 1 – 6) who are currently studying Chinese language in district schools as well as native/heritage speakers in those grades & schools.
    Expected outcomes include 1) students will sustain &/or improve their language proficiency levels (novice – intermediate); 2) students will increase their knowledge of & experience with Chinese culture; & 3) student experiences will provide PR & help build interest among other students to participate in school-year Chinese classes & future STARTALK programs.
    The program will result in an increase in the number of students studying Chinese throughout the secondary grades & eventually at the postsecondary level, strengthening the K – 16 pipeline.
    Participating students will develop a more sophisticated world view & appreciation for other cultures & meeting the district’s mission of creating a collaborative community that ensures all students achieve at high levels & graduate prepared to excel in a global society.
    The program will also engage parents in actively supporting the district’s Chinese language program, which may play a critical role in the district continuing to fund the offering of Chinese in future years.

    Contact(s)
    (859) 381-4749
    laura.roche@fayette.kyschools.us

    University of California, Los Angeles (UCLA) (Teacher)

    Heritage Language Teacher Workshop

    Language(s)

    Arabic, Chinese, Dari, Hindi, Korean, Portuguese, Persian, Russian, Turkish, Swahili, Urdu

    Date(s)
    • June 1, 2018 – June 24, 2018: Online preparatory session (Online)
    • June 25, 2018 – June 29, 2018: UCLA workshop (Face-to-face)
    Location(s)
    • 314 Royce Hall, Los Angeles, CA
    Program Setting

    Residential

    Summary

    The UCLA National Heritage Language Resource Center will offer a one-month teacher workshop (three weeks: online material; one week: face-to-face collaboration) on strategies for creating a macro-based PBL curriculum for heritage language learners (HLLs). We will accept 24 participants who will spend 40 instructional hours over a week at UCLA, preceded by 30-50 hours of online work, including time spent working on assignments, and also time as needed during and after the workshop for online consultation with mentors and instructors. Participants will demonstrate an ability to apply principles of project-based learning by designing a Standards- based unit that is appropriate for HLLs with differing proficiency levels and needs. They will apply knowledge gained from presentations, discussions, and exercises on HLL characteristics, differentiated instruction, Standards-based instruction, project-based instruction, and backward design. Four former workshop participants who have implemented innovative projects and materials suitable to HLLs into their programs will be invited to return as mentors.

    Contact(s)
    (310) 825-2510
    okagan@humnet.ucla.edu
    Program Website

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